Cambridge International AS and A Level Environmental Management (AS only) (8291)
SYLLABUS
Cambridge International AS
Environmental Management
8291
For examination in June and November 2020 and 2021
Cambridge Advanced
Version 1
Changes to the syllabus for 2020 and 2021
The latest syllabus is version 1, published September 2017.
There are no signiicant changes which affect teaching.
You are strongly advised to read the whole syllabus before planning your teaching programme.
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is
the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the
University of Cambridge.
UCLES retains the copyright on all its publications. Registered centres are permitted to copy material from this booklet for
their own internal use. However, we cannot give permission to centres to photocopy any material that is acknowledged to a
third party even for internal use within a centre.
Contents
Introduction .......................................................................................................................... 2
Why choose Cambridge Assessment International Education?
Why Cambridge International AS & A Levels?
Why Cambridge International AS Level Environmental Management?
Teacher support
1
Syllabus content at a glance ........................................................................................... 7
2
Assessment at a glance ................................................................................................. 8
3
Syllabus aims and assessment objectives ..................................................................... 9
3.1 Syllabus aims
3.2 Assessment objectives
4
Syllabus content ........................................................................................................... 11
5
Coursework: guidance for centres ............................................................................... 16
5.1
5.2
5.3
5.4
6
General information
Example of a research report
Assessment criteria for Coursework
Moderation
Appendix....................................................................................................................... 20
6.1 Mathematical requirements
6.2 Glossary of terms
7
Other information ......................................................................................................... 23
Equality and inclusion
Language
Grading and reporting
Exam administration
Cambridge International AS Level Environmental Management 8291 syllabus. Introduction
Syllabus for examination in 2020 and 2021.
Why choose Cambridge Assessment International Education?
Cambridge Assessment International Education prepares school students for life, helping them
develop an informed curiosity and a lasting passion for learning. We are part of the University of
Cambridge.
Our international qualiications are recognised by the world’s best universities and employers,
giving students a wide range of options in their education and career. As a not-for-proit
organisation, we devote our resources to delivering high-quality educational programmes that can
unlock learners’ potential.
Our programmes and qualiications set the global standard for international education. They are created
by subject experts, rooted in academic rigour and relect the latest educational research. They provide a
strong platform for students to progress from one stage to the next, and are well supported by teaching and
learning resources.
Every year, nearly a million Cambridge learners from 10 000 schools in 160 countries prepare for their future
with an international education from Cambridge International.
Cambridge learners
Our mission is to provide educational beneit through provision of international programmes and
qualiications for school education and to be the world leader in this ield. Together with schools, we
develop Cambridge learners who are:
•
conident in working with information and ideas – their own and those of others
•
responsible for themselves, responsive to and respectful of others
•
relective as learners, developing their ability to learn
•
innovative and equipped for new and future challenges
•
engaged intellectually and socially ready to make a difference.
Engage
d
fident
Con
Cambridge
learner
Learn more about the Cambridge learner attributes in Chapter 2 of our Implementing the curriculum
with Cambridge guide at www.cambridgeinternational.org/curriculumguide
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Cambridge International AS Level Environmental Management 8291 syllabus. Introduction
Syllabus for examination in 2020 and 2021.
Why Cambridge International AS & A Levels?
Cambridge International AS & A Levels are international in outlook, but retain a local relevance.
The syllabuses provide opportunities for contextualised learning and the content has been created
to suit a wide variety of schools, avoid cultural bias and develop essential lifelong skills, including
creative thinking and problem-solving.
Our aim is to balance knowledge, understanding and skills in our qualiications to enable students to become
effective learners and to provide a solid foundation for their continuing educational journey. Cambridge
International AS & A Levels give students building blocks for an individualised curriculum that develops their
knowledge, understanding and skills.
Cambridge International AS & A Level curricula are lexible. It is possible to offer almost any combination
from a wide range of subjects. Cambridge International A Level is typically a two-year course, and
Cambridge International AS Level is typically one year. Some subjects can be started as a Cambridge
International AS Level and extended to a Cambridge International A Level.
There are three possible assessment approaches for Cambridge International AS & A Level:
Option two
Option three
(remainder of A Level)
Cambridge International
AS Level
Cambridge International
AS Level
(standalone AS)
(AS is irst half of A Level)
Students take the Cambridge
International AS Level only. The
syllabus content for Cambridge
International AS Level is half
of a Cambridge International
A Level programme.
Students take the Cambridge
International AS Level in Year 1 and
in Year 2 complete the Cambridge
International A Level.
Cambridge
International
A Level
Year 1
Option one
Year 2
Cambridge International
A Level
Students take all papers of the
Cambridge International A Level course
in the same examination series, usually
at the end of the second year of study.
Every year thousands of students with Cambridge International AS & A Levels gain places at leading
universities worldwide. Cambridge International AS & A Levels are accepted across 195 countries. They
are valued by top universities around the world including those in the UK, US (including Ivy League
universities), European nations, Australia, Canada and New Zealand. Learners should check the university
website for speciic entry requirements before applying.
Did you know?
In some countries universities accept Cambridge International AS Levels in their own right as
qualiications counting towards entry to courses in the same or other related subjects. Many students
who take Cambridge International AS Levels also choose to progress to Cambridge International
A Level.
Learn more
For more details go to www.cambridgeinternational.org/recognition
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Cambridge International AS Level Environmental Management 8291 syllabus. Introduction
Syllabus for examination in 2020 and 2021.
Why Cambridge International AS Level Environmental
Management?
About the syllabus
Cambridge International AS Level Environmental Management is accepted by universities and employers as
proof of knowledge and understanding of the key issues affecting the environment on a variety of scales.
Through their study, candidates gain lifelong skills and awareness including:
•
a knowledge of environmental processes and the impacts of societies on the environment
•
the scientiic principles that underpin issues of sustainability and environmental management
•
the causes of key issues affecting the environment as well as possible ways of managing these
•
the pressures which impact on the environment and potential solutions to these.
The syllabus is designed to encourage learning through suitable case studies, both local and global. The
syllabus provides a good foundation for further study of Environmental Science and Management or related
subjects in higher education. It is suitable for candidates of various ages, backgrounds and nationalities and
contributes towards general education and lifelong learning.
Candidates do not need to have studied environmental science/management before taking this course.
The course is designed to attract candidates with a good scientiic background along with an awareness
of broad environmental matters. A good foundation for the course would be a combination of some, but
not necessarily all of the following: biology, geography, general science, physics, chemistry, environmental
science and management.
Guided learning hours
Guided learning hours give an indication of the amount of contact time teachers need to have with learners
to deliver a particular course. Our syllabuses are designed around 180 guided learning hours for Cambridge
International AS Level, and around 360 guided learning hours for Cambridge International A Level.
These igures are for guidance only. The number of hours needed to gain the qualiication may vary
depending on local practice and the learners’ previous experience of the subject.
Prior learning
We recommend that candidates who are beginning this course should have previously completed a
Cambridge O Level or Cambridge IGCSE® course in Environmental Management or Geography, but a
foundation based within the sciences is suficient. The most important attribute is to possess an interest in
the subject matter of environmental science and management, and a concern and/or commitment to issues
that arise in managing the Earth’s environment.
Progression
Cambridge International AS Level Environmental Management provides a suitable foundation for further
courses in this and related subjects. It is also suitable for candidates intending to pursue careers or further
study in Environmental Management, or as part of a course of general education.
We recommend learners check the Cambridge International recognitions database and the university
websites to ind the most up-to-date entry requirements for courses they wish to study.
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Cambridge International AS Level Environmental Management 8291 syllabus. Introduction
Syllabus for examination in 2020 and 2021.
How can I ind out more?
If you are already a Cambridge school
You can make entries for this qualiication through your usual channels. If you have any questions,
please contact us at info@cambridgeinternational.org
If you are not yet a Cambridge school
Learn more about the beneits of becoming a Cambridge school from our website
at www.cambridgeinternational.org/startcambridge
Email us at info@cambridgeinternational.org to ind out how your organisation can register to
become a Cambridge school.
Cambridge AICE
Cambridge AICE Diploma is the group award of the Cambridge International AS & A Level. It gives schools
the opportunity to beneit from offering a broad and balanced curriculum by recognising the achievements
of candidates who pass examinations from different curriculum groups.
Learn more
For more details go to www.cambridgeinternational.org/aice
Our research has shown that students who came to the university with a
Cambridge AICE background performed better than anyone else that came to the
university. That really wasn’t surprising considering the emphasis they have on critical
research and analysis, and that’s what we require at university.
John Barnhill, Assistant Vice President for Enrollment Management, Florida State University, USA
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Cambridge International AS Level Environmental Management 8291 syllabus. Introduction
Syllabus for examination in 2020 and 2021.
Teacher support
We offer a wide range of practical and innovative support to help teachers plan and deliver our
programmes and qualiications conidently.
The support package for our Cambridge International AS & A Levels gives teachers access to a worldwide
teaching community enabling them to connect with other teachers, swap ideas and share best practice.
Teaching and learning
Exam preparation
• Support materials provide teachers with ideas and
planning resources for their lessons.
• Past question papers and mark schemes so
teachers can give learners the opportunity
to practise answering different questions.
• Endorsed textbooks, ebooks and digital resources
are produced by leading publishers. We have
quality checked these materials to make sure they
provide a high level of support for teachers and
learners.
• Resource lists to help support teaching,
including textbooks and websites.
Professional development
• Example candidate responses help teachers
understand exactly what examiners are looking for.
• Principal examiner reports describing learners’
overall performance on each part of the papers.
The reports give insight into common
misconceptions shown by learners, which teachers
can address in lessons.
Cambridge
International
AS & A Level
support for
teachers
Face-to-face training
We hold workshops around the world to support
teachers in delivering Cambridge syllabuses and
developing their skills.
Online training
We offer self-study and tutor-led online training
courses via our virtual learning environment. A
wide range of syllabus-speciic courses and skills
courses is available. We also offer training via
video conference and webinars.
Learn more
Find out more about support for this syllabus
at www.cambridgeinternational.org/alevel
Visit our online resource bank and discussion forum
at www.cambridgeinternational.org/support
You can ind useful information, as well as share
your ideas and experiences with other teachers, on
our social media channels and community forums.
Find out more at
www.cambridgeinternational.org/social-media
Qualiications
We offer a wide range of practice-based qualiications
at Certiicate and Diploma level, providing a
framework for continuing professional development.
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Cambridge International AS Level Environmental Management 8291 syllabus. Introduction
Syllabus for examination in 2020 and 2021.
1
Syllabus content at a glance
The content of this syllabus is designed to encourage a broad, thought provoking study of the environment,
focusing on key issues in its management for sustainability.
•
It includes sections on:
–
the lithosphere including plate tectonics and management of its consequences, weathering, soils
and mass movements and their management, management of resources including energy resources
and land
–
the atmosphere including the impact of its structure on weather and climate and management of the
consequences of weather, atmospheric pollution and its management
–
the hydrosphere including sustainable management of water in the context of the water cycle and
human activity as well as water pollution and its management
–
the biosphere including ecology of biomes and the effect of human activity, conservation and
restoration of ecosystems as well as human population growth and sustainability.
•
In each case there is a focus on environmental issues and their management at local, regional and global
levels in less economically developed countries (LEDCs) and more economically developed countries
(MEDCs).
•
Issues such as global warming, industrial pollution, the impacts of rapid population growth and
urbanisation are balanced with successful environmental management strategies such as National Park
creation, sensitive urban design as well as management and development for sustainability.
•
Key questions are used to help structure the teaching of the assessed content.
•
Notes for guidance are included to help teachers to exemplify and deliver appropriate teaching
programmes.
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Cambridge International AS Level Environmental Management 8291 syllabus. Assessment at a glance
Syllabus for examination in 2020 and 2021.
2
Assessment at a glance
All candidates take:
Paper 1
1 hour 30 minutes
Paper 2
1 hour 30 minutes
Lithosphere and Atmosphere
Hydrosphere and Biosphere
Paper 1 is divided into two sections.
Paper 2 is divided into two sections.
Section A: short answer questions based on
sets of data, diagrams or extracts.
Section A: short answer questions based on
sets of data, diagrams or extracts.
Section B: Candidates choose one essay
question from a choice of three. Each essay
question is in two parts. Questions will be
drawn from parts of the syllabus not covered in
Section A.
Section B: Candidates choose one essay
question from a choice of three. Each essay
question is in two parts. Questions will be
drawn from parts of the syllabus not covered in
Section A.
80 marks
80 marks
This paper will be weighted at 40% of the inal
total mark.
This paper will be weighted at 40% of the inal
total mark.
and:
Paper 3
Centre-based assessment
Coursework
Candidates produce a research report of about 2000 words covering an issue arising during their
course of study.
The report may focus on a local, regional or global issue. It may be based on secondary source
material and/or internet data, although the use of primary sources and ield data collection should be
undertaken where practicable.
Proposals for Coursework topics must be submitted to Cambridge International in advance.
40 marks
This paper will be weighted at 20% of the inal total mark.
Availability
This syllabus is examined in the June and November examination series.
This syllabus is not available to private candidates.
Detailed timetables are available from www.cambridgeinternational.org/timetables
Centres in the UK that receive government funding are advised to consult the Cambridge International
website www.cambridgeinternational.org for the latest information before beginning to teach this
syllabus.
Combining this with other syllabuses
Candidates can combine this syllabus in an examination series with any other Cambridge International
syllabus, except:
•
8
syllabuses with the same title at the same level.
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Cambridge International AS Level Environmental Management 8291 syllabus. Syllabus aims and assessment objectives
Syllabus for examination in 2020 and 2021.
3
Syllabus aims and assessment objectives
3.1 Syllabus aims
Through following this syllabus, candidates should:
1. develop a knowledge of the Earth’s natural systems and the effects of human activity on these systems
2. be challenged to think about important environmental problems which face the world today
3. understand that solutions to environmental issues are not easy to ind
4. recognise that the environment is an important social and political issue
5. understand that while environmental issues can be debated by government, non-government and
scientiic organisations, there is an important role for individuals in thinking about these issues and in
considering solutions.
The syllabus will address a number of basic issues which are included as learning objectives:
•
people are affected by, and respond to natural phenomena in many different ways
•
rapid human growth is the fundamental environmental issue
•
the sustainable use of resources is fundamental to all solutions
•
human beings affect the environment of the whole planet, thus the importance of a global perspective
•
urban environmental issues need to be given an important focus.
3.2 Assessment objectives
There are three assessment objectives in Cambridge International AS Level Environmental Management.
AO1: Knowledge and understanding
Candidates will be expected to demonstrate knowledge and understanding of:
1. the important environmental issues facing the world in the 21st century (within the conines of the
syllabus)
2. environmental patterns of organisation, causality and process
3. policies and mechanisms for managing the environment at local, regional and global levels
4. critical and supportive evaluations of environmental management policies
5. relevant scientiic phenomena, facts, laws, deinitions, concepts and theories, with use of scientiic
vocabulary, terminology and conventions (including symbols, quantities and units) relevant to the content
of the syllabus.
AO2: Handling information and problem solving
Candidates should be able to:
1. locate, select and organise relevant information from a variety of data sources and communicate it
clearly
2. describe, interpret and offer explanations for data and information presented in the form of tables,
graphs, maps, photographs and illustrations
3. manipulate numerical, graphical and other data
4. use information to identify patterns, report trends and draw inferences.
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Cambridge International AS Level Environmental Management 8291 syllabus. 3.2
Syllabus for examination in 2020 and 2021.
Assessment objectives
AO3: Enquiry and investigation
Candidates should be able to:
1. formulate hypotheses and predictions on the basis of observations and prior research (including plan,
select appropriate apparatus/materials and carry out experiments in order to test their hypothesis or
prediction)
2. make accurate observations and measurements and record these in an appropriate form (e.g. graphs,
tables, diagrams, etc.) and use statistical tools to analyse their data
3. assess the reliability of their data and identify ambiguities
•
make deductions and formulate conclusions based on their data
•
evaluate the validity of their method
•
discuss the implications of indings in terms of the effect on the environment
•
value judgements of individuals, organisations and self.
The table below shows the approximate weightings for each of the assessment objectives:
Assessment objective
Weighting
AO1: Knowledge with understanding
45%
AO2: Handling information and problem solving
35%
AO3: Enquiry and investigation
20%
The allocation of marks is shown below according to the different papers.
Assessment
objectives
Papers 1 and 2
Section A
Papers 1 and 2
Section B
Question 1
Question 2
Question 3, 4 or 5
AO1
15
15
60
AO2
25
25
20
AO3
–
–
–
Paper 3
Coursework
40
Papers 1 and 2 have identical mark allowances as the papers have a similar format.
The mark allowances for Papers 1 and 2 are doubled, as they are totalled across both papers.
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Cambridge International AS Level Environmental Management 8291 syllabus. Syllabus content
Syllabus for examination in 2020 and 2021.
4
Syllabus content
This syllabus deines the ‘environment’, by reference to the four traditional subdivisions of the global
environment:
•
The lithosphere or the upper mantle of rock and crust, that forms the tectonic plates upon which the
continents lie.
•
The atmosphere or the gaseous shell outside these two non-living components.
•
The hydrosphere or the body of water, present as ice, liquid water or water vapour.
•
The biosphere or the living organisms that have established themselves in the other three spheres.
The syllabus recognises that human population growth has become the dominant factor producing
environmental change. Since the majority of humans now live in cities, issues related to the growth of urban
and industrial areas and the impact of rapid population growth are an important aspect of the syllabus.
Environmental management is concerned with both local and global issues and with the various ways in
which societies, governments and economic activity (industry, agriculture and urban areas) use, misuse
and attempt to manage both local and global environments. While environmental management can often
be presented in a negative light by emphasising pollution, exploitation and misuse, it is important to
give recognition to the positive ways in which we manage our environment. Thus, issues such as global
warming, industrial pollution and the impact of rapid population growth need to be balanced with others like
the creation of National Parks, sensitive urban design and sustainable management/development.
The syllabus relects a contemporary concern with sustainable management. Through their study of
environmental management, it is hoped that candidates will learn to appreciate that the exploitation of the
environment has often had a negative impact and that we should aim for a sustainable management of
resources.
The syllabus focuses on environmental issues and their management at local, regional and global levels and
is organised in three sections:
•
Key Questions: These identify major aspects of the syllabus, but are not intended as a prescriptive
teaching programme
•
Content
•
Notes for Guidance: These offer some examples of the type of topics which are suitable and other
suggestions for teachers.
Examination questions will be derived from the Content column. Candidates should show knowledge and
understanding of the points listed in the Content column(s) and be able to handle information and solve
problems relating to these points.
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Key Question
Content
Notes for Guidance
1
What are the key
elements of the structure
of the Earth?
The internal structure of the Earth including the characteristics of the core, mantle,
asthenosphere and the difference between oceanic and continental crust. How
seismic wave data provides evidence of Earth structure. Plate tectonics: the
major plates, convection currents; ocean loor spreading; destructive, constructive
and conservative plate boundaries. Post-Pangaea plate movement supported by
evidence derived from paleomagnetism, palaeontology and geological it.
Global evidence; mapping the Earth’s plates, fossil record including
dinosaurs, coal measures. Examples chosen from two contrasting
regions, e.g. The Atlantic with its mid-ocean ridge and evidence drawn
from neighbouring continents with the Paciic. Case studies of a major
volcanic eruption, a major earthquake; these studies can be combined
with studies in Key Question 2.
2
What natural hazards
are derived from plate
movement and how are
they managed?
Earthquakes (e): cause, process and effect; measurement by magnitude and
intensity; frequency; different impacts in countries with contrasting levels of
economic development. Volcanoes (v): types of eruption and their effects,
contrasting explosive acid types with basaltic eruptions. Examples to be chosen
from, e.g. Pinatubo, Etna or Unzen. Hazards: to include tsunamis, landslides, ground
deformation, volcanic ash, lava and hot ash clouds (nuee ardentes). Strategies for
analysing such natural hazards in countries with contrasting levels of economic
development and may include: historic records (e,v), frequency (e,v), seismic
evidence (e,v), tilt metres (v), chemical analysis (v), building design (e), and rescue
and aid (e,v).
This section can be taught through in-depth case studies of
earthquake and volcanic activity in countries with contrasting levels
of economic development.
Rock weathering processes including mechanical and chemical processes and
the accumulation of debris on slopes. Associated rock types to include igneous,
sedimentary and metamorphic.
A theoretical introduction backed up by a case study, e.g. Hong
Kong, Rio de Janeiro, Sarno in Southern Italy, Himalayan Foothills,
Sumatra (2009).
What strategies can be
employed to limit damage
and loss of life?
3
What natural and
man-made processes
contribute to different
types and causes of mass
movement on slopes?
How are mass
movements on steep and
gentle slopes managed?
Examples: Earthquakes, e.g. Mexico City (1985), Armenia (1988),
Loma Prieta (1989), Mt. St. Helens (1989), Kobe (1995), Colombia
(1999), Aceh (2007), Sumatra (2009). Measurements using the
Richter scale and Mercalli scale.
Volcanic eruptions, e.g. Ruapehu (1965, 1975, 1995), Mt. Unzen
(1991), Pinatubo (1999), Montserrat (1995), Etna (2001), Grimsvotn
Jokulhaup (glacial burst) (1996).
Causes of mass movement: lows and slides including rock falls, landslides, earth
slumps, soil creep, soliluction, mudlows and rotational slumping. Human inluences
include deforestation and building. Slope management policies including slope angle
reduction, afforestation, drainage and surface protection. Sudden mass movements
such as landslides are frequently triggered by human activity or natural events.
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4
What are the major causes
of soil deterioration and
erosion and how can they
be prevented?
Soil formation and characteristics including texture, biotic, abiotic components and
idealised soil proiles characteristic of moist and arid conditions in temperate and
tropical areas. Soil erosion and deterioration through agriculture, deforestation,
grazing, salinisation and compaction. Management strategies involving the
sustainable use of soils for agriculture. Studies should use examples from countries
with contrasting levels of economic development.
Case studies where possible should be local or text derived; e.g.
Southern England, Himalayan foothills, USA Dustbowl. Soil proiles
to include: temperate podzols and brown earths, tropical laterites and
rainforest soils.
5
What pressures have
human activity placed
upon the resources of the
lithosphere?
The nature of renewable, non-renewable, alternative and recyclable resources.
Examples should include non-renewable resources (coal, oil and
natural gas) and renewable resources (water – HEP, tide and waves,
wind and solar energy). Case studies contrasting the policies of one
MEDC (e.g. Germany) with a LEDC (e.g. India).
How can these resources
be managed sustainably
for future generations?
Energy resources in countries with contrasting levels of economic development,
including demand and the depletion of resources in MEDCs; LEDC priorities
in the use of fossil fuels; the depleting of reserves of fossil fuels. Strategies to
include sustainable use of fossil fuels through developing renewable resources
and conserving energy. Land as a resource under pressure from urban sprawl and
economic developments. The management of areas of outstanding natural beauty;
conservation areas/National Parks.
Strategies may be illustrated by contrasting the policies of two
countries or by using resources; e.g. wind, water and nuclear energy
in France with coal in India. Pressure from urban sprawl can be
illustrated through examples such as Sao Paulo, Mumbai, London,
Tokyo, Paris, Buenos Aires and Lagos.
Cambridge International AS Level Environmental Management 8291 syllabus. Syllabus content
Syllabus for examination in 2020 and 2021.
12
The lithosphere
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The atmosphere
Key Question
Content
Notes for Guidance
What are the structural
components of the
atmosphere and why is it
important to understand
their characteristics?
The structure of the atmosphere to include troposphere, stratosphere, mesosphere
and thermosphere (ionosphere). Each zone described in terms of composition,
temperature and variations in air density. The interaction of incoming and outgoing
radiation within the troposphere and stratosphere; ‘the Earth’s energy budget’. The
importance of the troposphere for weather and human activity.
Reference can be made to models of atmospheric structure,
evidence from research (balloons) etc. Ozone and the absorption
of UV radiation. The absorption of visible radiation by the Earth’s
surface; emission of thermal infra-red radiation and absorption by
tropospheric gases.
2
What is the pattern of
air movement in the
troposphere and how
does it inluence regional
climates and local
weather?
Variations in global insolation. Regions of high and low pressure. Global and local
wind systems. The effects of land relief and ocean currents. The location and
characteristic features of the major climatic regions to include equatorial, tropical
desert, savannah and monsoon, warm temperate climates and Sub-Arctic (as for
the biomes in the biosphere module). The formation, characteristics and effects of
anticyclones (high pressure systems), temperate frontal depressions and tropical
cyclones (hurricanes). Weather forecasting in relation to these weather conditions.
The Earth’s temperature and pressure distribution/seasonal
variations. The study of climatic regions can be linked with the
biomes included in the biosphere module. Traditional text-based
studies or student investigations. The use of weather charts, satellite
data in forecasting and recording weather data (visual and infra-red
photography). Relevant case studies to illustrate hurricanes and
causes and effects of drought.
The principal sources, composition and effects of atmospheric pollution including:
Examples from the Antarctic and Northern Hemisphere. The likely
impact of global warming on raising sea levels, increased storm
intensity, climatic change. Where possible use local examples. There
is an opportunity to link industrial pollution with Key Question 5 in
the lithosphere module. Emissions from industrialised countries and
transference to other countries. Reference can be made to studies
in the UK and Sweden (1980s), London, Athens, Beijing and Los
Angeles.
What methods are
employed to forecast
weather patterns?
3
How does human activity
adversely affect the
atmosphere?
•
•
•
•
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•
•
4
How can atmospheric
pollution be controlled and
what are the problems
involved with the local and
global management of
atmospheric pollution?
CFCs and their role in stratospheric ozone depletion.
Carbon dioxide and methane and the enhanced greenhouse effect; to include
predicted and possible climatic effects of global warming.
Sulfur dioxide and nitrogen and the formation of acid rain including effects upon
buildings, lakes, rivers and soils.
Ground level ozone derived from nitrogen oxides, volatile organic compounds
and sunlight.
Noise derived primarily from trafic and industry.
The patterns of urban pollution across urban areas including: smog (both
smoke and photochemical), pollution plumes and reasons for different levels of
pollution within urban areas.
Reducing emissions through cleaning lue gases, alternative energy, afforestation,
CFC free domestic appliances, sprays etc. The use of alternative sources of
energy including wind, water and nuclear energy. International controls/protocols,
recognising that pollution crosses international boundaries. The background to the
dificulties in achieving a broad agreement in the reduction of atmospheric pollution.
Strategies for managing the reduction of noise in urban areas.
Reference to controls on CFC emissions; examples: from countries
with contrasting levels of economic developments, Kyoto and
Buenos Aires (1998) and Rio de Janeiro (1992) meetings and the
problems in achieving agreement. Afforestation and the use of
alternative energy sources. Reference to examples such as a LEDC
and a MEDC to illustrate problems in controlling industrial pollution.
Wherever possible, local studies offer better opportunities for
studying the causes and effects of urban pollution including: noise,
carbon monoxide and ground level ozone.
13
Cambridge International AS Level Environmental Management 8291 syllabus. Syllabus content
Syllabus for examination in 2020 and 2021.
1
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Key Question
Content
Notes for Guidance
1
How is water stored and
transferred globally and
locally?
The main storage zones of water and the percentages of water held in each, e.g.
the global and local hydrological cycles, rising sea levels and coastal inundation. The
effects of agriculture, industry and domestic usage upon natural supplies of water.
How human activity in the form of urban development, deforestation and agriculture
may cause rivers to lood. The local water cycle includes evaporation, precipitation,
interception, run-off, iniltration and groundwater. Groundwater stores are to include
the features of natural aquifers: conined, unconined and perched.
The global (closed) system in conjunction with the more localised
open system, which could be a local drainage basin. It is possible
to undertake the local element of this study through ield work.
Examples of natural aquifers can be on a small local scale or of the
scale of the Australian Basin.
2
What has been the impact
of human activity on the
quantities of water in
natural stores?
The impact of climatic change and global warming on sea and ice volumes. The
impact of rising sea levels, both in the past as with ice ages and currently through
the increased likelihood of looding in low-lying areas. The impact of agriculture and
the supply of water for industrial and domestic use upon natural supplies of water.
Emphasis on the fragility of the global climate with reference to both
falling (past) and rising sea levels (current and future). Diminishing
water supplies as a result of agriculture could include the Aral Sea,
Prairies, Australian Artesian Basin. Shortages due to urban and
industrial demand may include Mexico City, Middle East, London
Basin. There is an opportunity to research local water supplies and
supply.
The interaction between growth in population and water supply in countries with
contrasting levels of economic development.
3
4
How can water supply
be sustained and what
are the environmental
consequences of the
artiicial storage of water?
How does human activity
lead to the pollution of
water stores and how can
this form of pollution be
managed?
The management of water supply on a local and regional scale, including disparities
in water resources, the demand for water and the supply of water. Dams, barrages
and reservoirs. Advantages: water supply recreation, power, environment and local
climate. Disadvantages: cost, silting, socio-economic and environmental. Water
supply in arid countries to include groundwater and desalinisation.
Pollution of groundwater by metals, nutrients, and organic compounds.
Nutrient enrichment and eutrophication of lakes and rivers; the main sources of
eutrophication and its effects. The impact of sewage disposal upon rivers, lakes and
seas and the main health and environmental problems associated with the disposal
of sewage sludge. Marine pollution and effects on aquatic and bird life and on the
coastal environment. Pollution of rivers and lakes by industrial spillage and river/lake
pollution. Management via waste controls, local and regional policies.
Examples chosen from contrasting areas such as USA (Colorado),
China (Three Gorges), Nigeria or Ghana. Examples of desalinisation
in Persian Gulf states, Malta. Case studies should compare and
contrast:
•
countries with contrasting levels of economic development
•
areas with a plentiful natural supply of water with drought
affected regions.
Candidates may use local studies and link the examination
requirements with the wide range of research projects on the
topic. Other case studies could include the Rhine, Ganges, the
Mediterranean Sea and oil tanker spillage.
Cambridge International AS Level Environmental Management 8291 syllabus. Syllabus content
Syllabus for examination in 2020 and 2021.
14
The hydrosphere
Back to contents page
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The biosphere
In this module, two contrasting ecosystems should be studied to a greater depth and should incorporate information from Key Questions 1, 2 and 3; ideally one of these studies can be
based upon an area with which the students have some personal familiarity.
Key Question
1
What are the main
components and
characteristics of
ecosystems and how are
they structured?
Notes for Guidance
The biotic and abiotic factors which control the distribution of the world’s major
biomes as listed in the notes for guidance. The characteristics of ecosystems
in terms of their biotic and abiotic components (soil, temperature, rainfall,
photosynthesis, net primary productivity, succession, biomass, biodiversity, trophic
levels, food chains and webs, habitats and niches). The relationship between
ecological pyramids, pyramid of numbers, biomass and energy. The interaction of
these components to be illustrated through relative size of the lows and stores of
nutrients between vegetation, litter and soil.
A survey of the global system followed by a study of the distribution
of the following biomes: tropical rainforest, monsoon rainforest,
tropical savannah, desert, temperate deciduous and high altitude and
latitude tundra, including permafrost. Two contrasting case studies
should be chosen from these. Whilst a biome can be considered
a global scale ecosystem, ecosystems occur on a variety of scales
within broad vegetation zones. Photosynthesis: its requirements and
process. Photosynthesis and different wavelengths. The inluence of
light intensity and rainfall on plant productivity.
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2
How has human activity
both disrupted and
destroyed ecosystems?
The impact of agriculture, deforestation, exploitation and ires upon terrestrial
ecosystems. The formation of plagioclimaxes, arrested successions and loss of
biodiversity. The effects of clearing tropical rainforest for industrial and agricultural
use. The impact of commercial farming in MEDCs and LEDCs (with named
examples) leading to the loss of local habitats. The inluence of human activity upon
marine ecosystems; including coastal waters, oceans and coral reefs.
This can extend to the previous examples chosen in Key Question 1.
Examples could include: Amazonia, the Great Barrier Reef, the
Galapagos Islands and areas that are local to the Centre.
3
What methods have
been used to preserve,
conserve, and restore
ecosystems?
Methods to include National Parks, afforestation, maintaining biological diversity
through, e.g. pollution control, changing agricultural systems, ecotourism,
forest conservation, wildlife management, and ecological islands. The impact of
international protocols (e.g. Rio de Janeiro, Montreal, Kyoto and Bali) and research
and pressure from groups such as the WWF. Sustainable development within
conservation areas.
Case studies as appropriate or a survey of conservation and
restoration of ecosystems with reference to a broader range of
examples.
Population, resources and carrying capacity: the population models of Malthus and
Boserup. The concepts of overpopulation, underpopulation and optimum population.
Policies aimed at resolving these issues include: sustainable and more productive
farming methods in countries with contrasting levels of economic development;
economic and social development; the sustainable provision of energy and industrial
raw materials.
A study of the population models followed by contrasting case
studies, e.g. Mauritius, India, UK. Examples can include China, UK
or another European country and Canada or Australia. Agricultural
improvements can be illustrated through the Green Revolution,
biotechnology etc. More general economic and social development
through case studies including a MEDC and a LEDC.
To what extent have
meetings between nations
and pressure groups been
important in highlighting
environmental awareness
and managing the
biosphere?
4
What has been the impact
of population growth upon
the resources of countries
at contrasting levels of
economic development?
15
Cambridge International AS Level Environmental Management 8291 syllabus. Syllabus content
Syllabus for examination in 2020 and 2021.
What are the major abiotic
and biotic factors, which
drive and inluence the
distribution of different
ecosystems?
Content
Cambridge International AS Level Environmental Management 8291 syllabus. Coursework: guidance for centres
Syllabus for examination in 2020 and 2021.
5
Coursework: guidance for centres
5.1 General information
Candidates should produce a report of 1500–2000 words on an issue arising out of their course of study.
The report may focus on a local, regional, national or global issue. Whilst the issue may derive out of the
traditional areas of environmental science, the report must contain an investigation and evaluation of the
management issues associated with the topic. The research topic may be chosen from any part of the 4
units of this syllabus.
Whilst secondary source material is useful in providing background information, it is important that
candidates use primary sources and collect ield data. Candidates may use sources of information other
than those obtained from ield study; these may include the internet, the media, documented data from
companies and organisations.
The report is also a test of a candidate’s ability to conine their report to the word limit of 2000 words;
over-long reports may contain too much extraneous material which may count against the candidate at inal
marking.
Candidates are expected to clearly identify an environmental management issue and then organise their
report into the following stages of:
•
An introduction identifying an issue expressed through a hypothesis or question.
•
A methodology, which outlines the investigative avenues used for the study and justiies their use.
•
A results and analysis section. This should form the main part of the study and contain data expressed
through illustrative techniques such as pictorial (diagrams and photographs), tables and graphs. This
illustrative material should be analysed through detailed descriptions and explanations.
•
A conclusion which draws together the indings of the investigation.
•
An evaluation of the study which assesses its success and/or shortcomings.
To ensure that they comply with the requirements of the syllabus, centres must seek approval
for project titles, in advance, from Cambridge International. The approval form asks for candidate
details, project title and a brief description for each candidate.
The deadlines and methods for submitting report proposals are in the Cambridge Handbook available on our
website.
The form must be submitted by email to Cambridge International at cieopf@cambridgeinternational.org.
Syllabus number and centre number should be clearly shown.
The form, and the instructions for completing it, may be downloaded from
www.cambridgeinternational.org/samples. The database will ask you for the syllabus code (i.e. 8291)
and your centre number, after which it will take you to the correct forms. Follow the instructions when
completing each form.
It is the responsibility of teachers in the centre to monitor the work undertaken by the candidates and make
certain that the work complies with the syllabus. The report should be assessed by teachers in the centre.
The deadlines and methods for submitting internally assessed marks are in the Cambridge Handbook
available on our website.
16
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Cambridge International AS Level Environmental Management 8291 syllabus. Coursework: guidance for centres
Syllabus for examination in 2020 and 2021.
5.2 Example of a research report
Research topic: ‘To what extent has industrial pollution of a nearby river been successfully controlled and
reduced’?
Relation of topic to syllabus:
(a) The problem identiied is the pollution of a river through industrial efluent and the extent to which
industries manage their waste and river pollution has been reduced.
(b) This topic relates to waste management, the need to dispose of industrial waste materials and manage/
reduce river pollution.
(c) Data sources might include:
•
counting the variety of species at various points before and after the discharge point
•
considering the different species present at these points
•
testing samples of river water before and after the discharge point
•
investigating the policies of contributing industries
•
using local or internet data sources.
(d) Candidates should ascertain how much data they can collect and analyse in the time available to enable
them to produce viable conclusions.
(e) The scale of the project should not be so small that valid data cannot be identiied or that a variety of
environments need to be examined. On the other hand, it should not be so big as to make the collection
of data too time-consuming.
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17
Cambridge International AS Level Environmental Management 8291 syllabus. Coursework: guidance for centres
Syllabus for examination in 2020 and 2021.
5.3 Assessment criteria for Coursework
There are three skills that will be assessed in the preparation of the report:
Skill
Description
Mark
C1
Research and planning
6
C2
Data collection and presentation
9
C3
Conclusion and evaluation
5
Mark schemes for assessment should be based on the following criteria:
Skill C1: Research and planning
(a) The hypothesis or question is clearly stated.
1 mark
(b) There is evidence of knowledge through a clear explanation of the principle
underpinning the hypothesis or question.
2 marks
(c) The plan includes appropriate methods clearly explained.
2 marks
(d) The developed plan is effective at testing the hypothesis.
1 mark
Skill C2: Data c
Cambridge International AS
Environmental Management
8291
For examination in June and November 2020 and 2021
Cambridge Advanced
Version 1
Changes to the syllabus for 2020 and 2021
The latest syllabus is version 1, published September 2017.
There are no signiicant changes which affect teaching.
You are strongly advised to read the whole syllabus before planning your teaching programme.
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is
the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the
University of Cambridge.
UCLES retains the copyright on all its publications. Registered centres are permitted to copy material from this booklet for
their own internal use. However, we cannot give permission to centres to photocopy any material that is acknowledged to a
third party even for internal use within a centre.
Contents
Introduction .......................................................................................................................... 2
Why choose Cambridge Assessment International Education?
Why Cambridge International AS & A Levels?
Why Cambridge International AS Level Environmental Management?
Teacher support
1
Syllabus content at a glance ........................................................................................... 7
2
Assessment at a glance ................................................................................................. 8
3
Syllabus aims and assessment objectives ..................................................................... 9
3.1 Syllabus aims
3.2 Assessment objectives
4
Syllabus content ........................................................................................................... 11
5
Coursework: guidance for centres ............................................................................... 16
5.1
5.2
5.3
5.4
6
General information
Example of a research report
Assessment criteria for Coursework
Moderation
Appendix....................................................................................................................... 20
6.1 Mathematical requirements
6.2 Glossary of terms
7
Other information ......................................................................................................... 23
Equality and inclusion
Language
Grading and reporting
Exam administration
Cambridge International AS Level Environmental Management 8291 syllabus. Introduction
Syllabus for examination in 2020 and 2021.
Why choose Cambridge Assessment International Education?
Cambridge Assessment International Education prepares school students for life, helping them
develop an informed curiosity and a lasting passion for learning. We are part of the University of
Cambridge.
Our international qualiications are recognised by the world’s best universities and employers,
giving students a wide range of options in their education and career. As a not-for-proit
organisation, we devote our resources to delivering high-quality educational programmes that can
unlock learners’ potential.
Our programmes and qualiications set the global standard for international education. They are created
by subject experts, rooted in academic rigour and relect the latest educational research. They provide a
strong platform for students to progress from one stage to the next, and are well supported by teaching and
learning resources.
Every year, nearly a million Cambridge learners from 10 000 schools in 160 countries prepare for their future
with an international education from Cambridge International.
Cambridge learners
Our mission is to provide educational beneit through provision of international programmes and
qualiications for school education and to be the world leader in this ield. Together with schools, we
develop Cambridge learners who are:
•
conident in working with information and ideas – their own and those of others
•
responsible for themselves, responsive to and respectful of others
•
relective as learners, developing their ability to learn
•
innovative and equipped for new and future challenges
•
engaged intellectually and socially ready to make a difference.
Engage
d
fident
Con
Cambridge
learner
Learn more about the Cambridge learner attributes in Chapter 2 of our Implementing the curriculum
with Cambridge guide at www.cambridgeinternational.org/curriculumguide
2
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Cambridge International AS Level Environmental Management 8291 syllabus. Introduction
Syllabus for examination in 2020 and 2021.
Why Cambridge International AS & A Levels?
Cambridge International AS & A Levels are international in outlook, but retain a local relevance.
The syllabuses provide opportunities for contextualised learning and the content has been created
to suit a wide variety of schools, avoid cultural bias and develop essential lifelong skills, including
creative thinking and problem-solving.
Our aim is to balance knowledge, understanding and skills in our qualiications to enable students to become
effective learners and to provide a solid foundation for their continuing educational journey. Cambridge
International AS & A Levels give students building blocks for an individualised curriculum that develops their
knowledge, understanding and skills.
Cambridge International AS & A Level curricula are lexible. It is possible to offer almost any combination
from a wide range of subjects. Cambridge International A Level is typically a two-year course, and
Cambridge International AS Level is typically one year. Some subjects can be started as a Cambridge
International AS Level and extended to a Cambridge International A Level.
There are three possible assessment approaches for Cambridge International AS & A Level:
Option two
Option three
(remainder of A Level)
Cambridge International
AS Level
Cambridge International
AS Level
(standalone AS)
(AS is irst half of A Level)
Students take the Cambridge
International AS Level only. The
syllabus content for Cambridge
International AS Level is half
of a Cambridge International
A Level programme.
Students take the Cambridge
International AS Level in Year 1 and
in Year 2 complete the Cambridge
International A Level.
Cambridge
International
A Level
Year 1
Option one
Year 2
Cambridge International
A Level
Students take all papers of the
Cambridge International A Level course
in the same examination series, usually
at the end of the second year of study.
Every year thousands of students with Cambridge International AS & A Levels gain places at leading
universities worldwide. Cambridge International AS & A Levels are accepted across 195 countries. They
are valued by top universities around the world including those in the UK, US (including Ivy League
universities), European nations, Australia, Canada and New Zealand. Learners should check the university
website for speciic entry requirements before applying.
Did you know?
In some countries universities accept Cambridge International AS Levels in their own right as
qualiications counting towards entry to courses in the same or other related subjects. Many students
who take Cambridge International AS Levels also choose to progress to Cambridge International
A Level.
Learn more
For more details go to www.cambridgeinternational.org/recognition
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3
Cambridge International AS Level Environmental Management 8291 syllabus. Introduction
Syllabus for examination in 2020 and 2021.
Why Cambridge International AS Level Environmental
Management?
About the syllabus
Cambridge International AS Level Environmental Management is accepted by universities and employers as
proof of knowledge and understanding of the key issues affecting the environment on a variety of scales.
Through their study, candidates gain lifelong skills and awareness including:
•
a knowledge of environmental processes and the impacts of societies on the environment
•
the scientiic principles that underpin issues of sustainability and environmental management
•
the causes of key issues affecting the environment as well as possible ways of managing these
•
the pressures which impact on the environment and potential solutions to these.
The syllabus is designed to encourage learning through suitable case studies, both local and global. The
syllabus provides a good foundation for further study of Environmental Science and Management or related
subjects in higher education. It is suitable for candidates of various ages, backgrounds and nationalities and
contributes towards general education and lifelong learning.
Candidates do not need to have studied environmental science/management before taking this course.
The course is designed to attract candidates with a good scientiic background along with an awareness
of broad environmental matters. A good foundation for the course would be a combination of some, but
not necessarily all of the following: biology, geography, general science, physics, chemistry, environmental
science and management.
Guided learning hours
Guided learning hours give an indication of the amount of contact time teachers need to have with learners
to deliver a particular course. Our syllabuses are designed around 180 guided learning hours for Cambridge
International AS Level, and around 360 guided learning hours for Cambridge International A Level.
These igures are for guidance only. The number of hours needed to gain the qualiication may vary
depending on local practice and the learners’ previous experience of the subject.
Prior learning
We recommend that candidates who are beginning this course should have previously completed a
Cambridge O Level or Cambridge IGCSE® course in Environmental Management or Geography, but a
foundation based within the sciences is suficient. The most important attribute is to possess an interest in
the subject matter of environmental science and management, and a concern and/or commitment to issues
that arise in managing the Earth’s environment.
Progression
Cambridge International AS Level Environmental Management provides a suitable foundation for further
courses in this and related subjects. It is also suitable for candidates intending to pursue careers or further
study in Environmental Management, or as part of a course of general education.
We recommend learners check the Cambridge International recognitions database and the university
websites to ind the most up-to-date entry requirements for courses they wish to study.
4
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Cambridge International AS Level Environmental Management 8291 syllabus. Introduction
Syllabus for examination in 2020 and 2021.
How can I ind out more?
If you are already a Cambridge school
You can make entries for this qualiication through your usual channels. If you have any questions,
please contact us at info@cambridgeinternational.org
If you are not yet a Cambridge school
Learn more about the beneits of becoming a Cambridge school from our website
at www.cambridgeinternational.org/startcambridge
Email us at info@cambridgeinternational.org to ind out how your organisation can register to
become a Cambridge school.
Cambridge AICE
Cambridge AICE Diploma is the group award of the Cambridge International AS & A Level. It gives schools
the opportunity to beneit from offering a broad and balanced curriculum by recognising the achievements
of candidates who pass examinations from different curriculum groups.
Learn more
For more details go to www.cambridgeinternational.org/aice
Our research has shown that students who came to the university with a
Cambridge AICE background performed better than anyone else that came to the
university. That really wasn’t surprising considering the emphasis they have on critical
research and analysis, and that’s what we require at university.
John Barnhill, Assistant Vice President for Enrollment Management, Florida State University, USA
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5
Cambridge International AS Level Environmental Management 8291 syllabus. Introduction
Syllabus for examination in 2020 and 2021.
Teacher support
We offer a wide range of practical and innovative support to help teachers plan and deliver our
programmes and qualiications conidently.
The support package for our Cambridge International AS & A Levels gives teachers access to a worldwide
teaching community enabling them to connect with other teachers, swap ideas and share best practice.
Teaching and learning
Exam preparation
• Support materials provide teachers with ideas and
planning resources for their lessons.
• Past question papers and mark schemes so
teachers can give learners the opportunity
to practise answering different questions.
• Endorsed textbooks, ebooks and digital resources
are produced by leading publishers. We have
quality checked these materials to make sure they
provide a high level of support for teachers and
learners.
• Resource lists to help support teaching,
including textbooks and websites.
Professional development
• Example candidate responses help teachers
understand exactly what examiners are looking for.
• Principal examiner reports describing learners’
overall performance on each part of the papers.
The reports give insight into common
misconceptions shown by learners, which teachers
can address in lessons.
Cambridge
International
AS & A Level
support for
teachers
Face-to-face training
We hold workshops around the world to support
teachers in delivering Cambridge syllabuses and
developing their skills.
Online training
We offer self-study and tutor-led online training
courses via our virtual learning environment. A
wide range of syllabus-speciic courses and skills
courses is available. We also offer training via
video conference and webinars.
Learn more
Find out more about support for this syllabus
at www.cambridgeinternational.org/alevel
Visit our online resource bank and discussion forum
at www.cambridgeinternational.org/support
You can ind useful information, as well as share
your ideas and experiences with other teachers, on
our social media channels and community forums.
Find out more at
www.cambridgeinternational.org/social-media
Qualiications
We offer a wide range of practice-based qualiications
at Certiicate and Diploma level, providing a
framework for continuing professional development.
6
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Cambridge International AS Level Environmental Management 8291 syllabus. Introduction
Syllabus for examination in 2020 and 2021.
1
Syllabus content at a glance
The content of this syllabus is designed to encourage a broad, thought provoking study of the environment,
focusing on key issues in its management for sustainability.
•
It includes sections on:
–
the lithosphere including plate tectonics and management of its consequences, weathering, soils
and mass movements and their management, management of resources including energy resources
and land
–
the atmosphere including the impact of its structure on weather and climate and management of the
consequences of weather, atmospheric pollution and its management
–
the hydrosphere including sustainable management of water in the context of the water cycle and
human activity as well as water pollution and its management
–
the biosphere including ecology of biomes and the effect of human activity, conservation and
restoration of ecosystems as well as human population growth and sustainability.
•
In each case there is a focus on environmental issues and their management at local, regional and global
levels in less economically developed countries (LEDCs) and more economically developed countries
(MEDCs).
•
Issues such as global warming, industrial pollution, the impacts of rapid population growth and
urbanisation are balanced with successful environmental management strategies such as National Park
creation, sensitive urban design as well as management and development for sustainability.
•
Key questions are used to help structure the teaching of the assessed content.
•
Notes for guidance are included to help teachers to exemplify and deliver appropriate teaching
programmes.
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Cambridge International AS Level Environmental Management 8291 syllabus. Assessment at a glance
Syllabus for examination in 2020 and 2021.
2
Assessment at a glance
All candidates take:
Paper 1
1 hour 30 minutes
Paper 2
1 hour 30 minutes
Lithosphere and Atmosphere
Hydrosphere and Biosphere
Paper 1 is divided into two sections.
Paper 2 is divided into two sections.
Section A: short answer questions based on
sets of data, diagrams or extracts.
Section A: short answer questions based on
sets of data, diagrams or extracts.
Section B: Candidates choose one essay
question from a choice of three. Each essay
question is in two parts. Questions will be
drawn from parts of the syllabus not covered in
Section A.
Section B: Candidates choose one essay
question from a choice of three. Each essay
question is in two parts. Questions will be
drawn from parts of the syllabus not covered in
Section A.
80 marks
80 marks
This paper will be weighted at 40% of the inal
total mark.
This paper will be weighted at 40% of the inal
total mark.
and:
Paper 3
Centre-based assessment
Coursework
Candidates produce a research report of about 2000 words covering an issue arising during their
course of study.
The report may focus on a local, regional or global issue. It may be based on secondary source
material and/or internet data, although the use of primary sources and ield data collection should be
undertaken where practicable.
Proposals for Coursework topics must be submitted to Cambridge International in advance.
40 marks
This paper will be weighted at 20% of the inal total mark.
Availability
This syllabus is examined in the June and November examination series.
This syllabus is not available to private candidates.
Detailed timetables are available from www.cambridgeinternational.org/timetables
Centres in the UK that receive government funding are advised to consult the Cambridge International
website www.cambridgeinternational.org for the latest information before beginning to teach this
syllabus.
Combining this with other syllabuses
Candidates can combine this syllabus in an examination series with any other Cambridge International
syllabus, except:
•
8
syllabuses with the same title at the same level.
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Cambridge International AS Level Environmental Management 8291 syllabus. Syllabus aims and assessment objectives
Syllabus for examination in 2020 and 2021.
3
Syllabus aims and assessment objectives
3.1 Syllabus aims
Through following this syllabus, candidates should:
1. develop a knowledge of the Earth’s natural systems and the effects of human activity on these systems
2. be challenged to think about important environmental problems which face the world today
3. understand that solutions to environmental issues are not easy to ind
4. recognise that the environment is an important social and political issue
5. understand that while environmental issues can be debated by government, non-government and
scientiic organisations, there is an important role for individuals in thinking about these issues and in
considering solutions.
The syllabus will address a number of basic issues which are included as learning objectives:
•
people are affected by, and respond to natural phenomena in many different ways
•
rapid human growth is the fundamental environmental issue
•
the sustainable use of resources is fundamental to all solutions
•
human beings affect the environment of the whole planet, thus the importance of a global perspective
•
urban environmental issues need to be given an important focus.
3.2 Assessment objectives
There are three assessment objectives in Cambridge International AS Level Environmental Management.
AO1: Knowledge and understanding
Candidates will be expected to demonstrate knowledge and understanding of:
1. the important environmental issues facing the world in the 21st century (within the conines of the
syllabus)
2. environmental patterns of organisation, causality and process
3. policies and mechanisms for managing the environment at local, regional and global levels
4. critical and supportive evaluations of environmental management policies
5. relevant scientiic phenomena, facts, laws, deinitions, concepts and theories, with use of scientiic
vocabulary, terminology and conventions (including symbols, quantities and units) relevant to the content
of the syllabus.
AO2: Handling information and problem solving
Candidates should be able to:
1. locate, select and organise relevant information from a variety of data sources and communicate it
clearly
2. describe, interpret and offer explanations for data and information presented in the form of tables,
graphs, maps, photographs and illustrations
3. manipulate numerical, graphical and other data
4. use information to identify patterns, report trends and draw inferences.
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Cambridge International AS Level Environmental Management 8291 syllabus. 3.2
Syllabus for examination in 2020 and 2021.
Assessment objectives
AO3: Enquiry and investigation
Candidates should be able to:
1. formulate hypotheses and predictions on the basis of observations and prior research (including plan,
select appropriate apparatus/materials and carry out experiments in order to test their hypothesis or
prediction)
2. make accurate observations and measurements and record these in an appropriate form (e.g. graphs,
tables, diagrams, etc.) and use statistical tools to analyse their data
3. assess the reliability of their data and identify ambiguities
•
make deductions and formulate conclusions based on their data
•
evaluate the validity of their method
•
discuss the implications of indings in terms of the effect on the environment
•
value judgements of individuals, organisations and self.
The table below shows the approximate weightings for each of the assessment objectives:
Assessment objective
Weighting
AO1: Knowledge with understanding
45%
AO2: Handling information and problem solving
35%
AO3: Enquiry and investigation
20%
The allocation of marks is shown below according to the different papers.
Assessment
objectives
Papers 1 and 2
Section A
Papers 1 and 2
Section B
Question 1
Question 2
Question 3, 4 or 5
AO1
15
15
60
AO2
25
25
20
AO3
–
–
–
Paper 3
Coursework
40
Papers 1 and 2 have identical mark allowances as the papers have a similar format.
The mark allowances for Papers 1 and 2 are doubled, as they are totalled across both papers.
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Cambridge International AS Level Environmental Management 8291 syllabus. Syllabus content
Syllabus for examination in 2020 and 2021.
4
Syllabus content
This syllabus deines the ‘environment’, by reference to the four traditional subdivisions of the global
environment:
•
The lithosphere or the upper mantle of rock and crust, that forms the tectonic plates upon which the
continents lie.
•
The atmosphere or the gaseous shell outside these two non-living components.
•
The hydrosphere or the body of water, present as ice, liquid water or water vapour.
•
The biosphere or the living organisms that have established themselves in the other three spheres.
The syllabus recognises that human population growth has become the dominant factor producing
environmental change. Since the majority of humans now live in cities, issues related to the growth of urban
and industrial areas and the impact of rapid population growth are an important aspect of the syllabus.
Environmental management is concerned with both local and global issues and with the various ways in
which societies, governments and economic activity (industry, agriculture and urban areas) use, misuse
and attempt to manage both local and global environments. While environmental management can often
be presented in a negative light by emphasising pollution, exploitation and misuse, it is important to
give recognition to the positive ways in which we manage our environment. Thus, issues such as global
warming, industrial pollution and the impact of rapid population growth need to be balanced with others like
the creation of National Parks, sensitive urban design and sustainable management/development.
The syllabus relects a contemporary concern with sustainable management. Through their study of
environmental management, it is hoped that candidates will learn to appreciate that the exploitation of the
environment has often had a negative impact and that we should aim for a sustainable management of
resources.
The syllabus focuses on environmental issues and their management at local, regional and global levels and
is organised in three sections:
•
Key Questions: These identify major aspects of the syllabus, but are not intended as a prescriptive
teaching programme
•
Content
•
Notes for Guidance: These offer some examples of the type of topics which are suitable and other
suggestions for teachers.
Examination questions will be derived from the Content column. Candidates should show knowledge and
understanding of the points listed in the Content column(s) and be able to handle information and solve
problems relating to these points.
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Key Question
Content
Notes for Guidance
1
What are the key
elements of the structure
of the Earth?
The internal structure of the Earth including the characteristics of the core, mantle,
asthenosphere and the difference between oceanic and continental crust. How
seismic wave data provides evidence of Earth structure. Plate tectonics: the
major plates, convection currents; ocean loor spreading; destructive, constructive
and conservative plate boundaries. Post-Pangaea plate movement supported by
evidence derived from paleomagnetism, palaeontology and geological it.
Global evidence; mapping the Earth’s plates, fossil record including
dinosaurs, coal measures. Examples chosen from two contrasting
regions, e.g. The Atlantic with its mid-ocean ridge and evidence drawn
from neighbouring continents with the Paciic. Case studies of a major
volcanic eruption, a major earthquake; these studies can be combined
with studies in Key Question 2.
2
What natural hazards
are derived from plate
movement and how are
they managed?
Earthquakes (e): cause, process and effect; measurement by magnitude and
intensity; frequency; different impacts in countries with contrasting levels of
economic development. Volcanoes (v): types of eruption and their effects,
contrasting explosive acid types with basaltic eruptions. Examples to be chosen
from, e.g. Pinatubo, Etna or Unzen. Hazards: to include tsunamis, landslides, ground
deformation, volcanic ash, lava and hot ash clouds (nuee ardentes). Strategies for
analysing such natural hazards in countries with contrasting levels of economic
development and may include: historic records (e,v), frequency (e,v), seismic
evidence (e,v), tilt metres (v), chemical analysis (v), building design (e), and rescue
and aid (e,v).
This section can be taught through in-depth case studies of
earthquake and volcanic activity in countries with contrasting levels
of economic development.
Rock weathering processes including mechanical and chemical processes and
the accumulation of debris on slopes. Associated rock types to include igneous,
sedimentary and metamorphic.
A theoretical introduction backed up by a case study, e.g. Hong
Kong, Rio de Janeiro, Sarno in Southern Italy, Himalayan Foothills,
Sumatra (2009).
What strategies can be
employed to limit damage
and loss of life?
3
What natural and
man-made processes
contribute to different
types and causes of mass
movement on slopes?
How are mass
movements on steep and
gentle slopes managed?
Examples: Earthquakes, e.g. Mexico City (1985), Armenia (1988),
Loma Prieta (1989), Mt. St. Helens (1989), Kobe (1995), Colombia
(1999), Aceh (2007), Sumatra (2009). Measurements using the
Richter scale and Mercalli scale.
Volcanic eruptions, e.g. Ruapehu (1965, 1975, 1995), Mt. Unzen
(1991), Pinatubo (1999), Montserrat (1995), Etna (2001), Grimsvotn
Jokulhaup (glacial burst) (1996).
Causes of mass movement: lows and slides including rock falls, landslides, earth
slumps, soil creep, soliluction, mudlows and rotational slumping. Human inluences
include deforestation and building. Slope management policies including slope angle
reduction, afforestation, drainage and surface protection. Sudden mass movements
such as landslides are frequently triggered by human activity or natural events.
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4
What are the major causes
of soil deterioration and
erosion and how can they
be prevented?
Soil formation and characteristics including texture, biotic, abiotic components and
idealised soil proiles characteristic of moist and arid conditions in temperate and
tropical areas. Soil erosion and deterioration through agriculture, deforestation,
grazing, salinisation and compaction. Management strategies involving the
sustainable use of soils for agriculture. Studies should use examples from countries
with contrasting levels of economic development.
Case studies where possible should be local or text derived; e.g.
Southern England, Himalayan foothills, USA Dustbowl. Soil proiles
to include: temperate podzols and brown earths, tropical laterites and
rainforest soils.
5
What pressures have
human activity placed
upon the resources of the
lithosphere?
The nature of renewable, non-renewable, alternative and recyclable resources.
Examples should include non-renewable resources (coal, oil and
natural gas) and renewable resources (water – HEP, tide and waves,
wind and solar energy). Case studies contrasting the policies of one
MEDC (e.g. Germany) with a LEDC (e.g. India).
How can these resources
be managed sustainably
for future generations?
Energy resources in countries with contrasting levels of economic development,
including demand and the depletion of resources in MEDCs; LEDC priorities
in the use of fossil fuels; the depleting of reserves of fossil fuels. Strategies to
include sustainable use of fossil fuels through developing renewable resources
and conserving energy. Land as a resource under pressure from urban sprawl and
economic developments. The management of areas of outstanding natural beauty;
conservation areas/National Parks.
Strategies may be illustrated by contrasting the policies of two
countries or by using resources; e.g. wind, water and nuclear energy
in France with coal in India. Pressure from urban sprawl can be
illustrated through examples such as Sao Paulo, Mumbai, London,
Tokyo, Paris, Buenos Aires and Lagos.
Cambridge International AS Level Environmental Management 8291 syllabus. Syllabus content
Syllabus for examination in 2020 and 2021.
12
The lithosphere
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The atmosphere
Key Question
Content
Notes for Guidance
What are the structural
components of the
atmosphere and why is it
important to understand
their characteristics?
The structure of the atmosphere to include troposphere, stratosphere, mesosphere
and thermosphere (ionosphere). Each zone described in terms of composition,
temperature and variations in air density. The interaction of incoming and outgoing
radiation within the troposphere and stratosphere; ‘the Earth’s energy budget’. The
importance of the troposphere for weather and human activity.
Reference can be made to models of atmospheric structure,
evidence from research (balloons) etc. Ozone and the absorption
of UV radiation. The absorption of visible radiation by the Earth’s
surface; emission of thermal infra-red radiation and absorption by
tropospheric gases.
2
What is the pattern of
air movement in the
troposphere and how
does it inluence regional
climates and local
weather?
Variations in global insolation. Regions of high and low pressure. Global and local
wind systems. The effects of land relief and ocean currents. The location and
characteristic features of the major climatic regions to include equatorial, tropical
desert, savannah and monsoon, warm temperate climates and Sub-Arctic (as for
the biomes in the biosphere module). The formation, characteristics and effects of
anticyclones (high pressure systems), temperate frontal depressions and tropical
cyclones (hurricanes). Weather forecasting in relation to these weather conditions.
The Earth’s temperature and pressure distribution/seasonal
variations. The study of climatic regions can be linked with the
biomes included in the biosphere module. Traditional text-based
studies or student investigations. The use of weather charts, satellite
data in forecasting and recording weather data (visual and infra-red
photography). Relevant case studies to illustrate hurricanes and
causes and effects of drought.
The principal sources, composition and effects of atmospheric pollution including:
Examples from the Antarctic and Northern Hemisphere. The likely
impact of global warming on raising sea levels, increased storm
intensity, climatic change. Where possible use local examples. There
is an opportunity to link industrial pollution with Key Question 5 in
the lithosphere module. Emissions from industrialised countries and
transference to other countries. Reference can be made to studies
in the UK and Sweden (1980s), London, Athens, Beijing and Los
Angeles.
What methods are
employed to forecast
weather patterns?
3
How does human activity
adversely affect the
atmosphere?
•
•
•
•
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•
•
4
How can atmospheric
pollution be controlled and
what are the problems
involved with the local and
global management of
atmospheric pollution?
CFCs and their role in stratospheric ozone depletion.
Carbon dioxide and methane and the enhanced greenhouse effect; to include
predicted and possible climatic effects of global warming.
Sulfur dioxide and nitrogen and the formation of acid rain including effects upon
buildings, lakes, rivers and soils.
Ground level ozone derived from nitrogen oxides, volatile organic compounds
and sunlight.
Noise derived primarily from trafic and industry.
The patterns of urban pollution across urban areas including: smog (both
smoke and photochemical), pollution plumes and reasons for different levels of
pollution within urban areas.
Reducing emissions through cleaning lue gases, alternative energy, afforestation,
CFC free domestic appliances, sprays etc. The use of alternative sources of
energy including wind, water and nuclear energy. International controls/protocols,
recognising that pollution crosses international boundaries. The background to the
dificulties in achieving a broad agreement in the reduction of atmospheric pollution.
Strategies for managing the reduction of noise in urban areas.
Reference to controls on CFC emissions; examples: from countries
with contrasting levels of economic developments, Kyoto and
Buenos Aires (1998) and Rio de Janeiro (1992) meetings and the
problems in achieving agreement. Afforestation and the use of
alternative energy sources. Reference to examples such as a LEDC
and a MEDC to illustrate problems in controlling industrial pollution.
Wherever possible, local studies offer better opportunities for
studying the causes and effects of urban pollution including: noise,
carbon monoxide and ground level ozone.
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Cambridge International AS Level Environmental Management 8291 syllabus. Syllabus content
Syllabus for examination in 2020 and 2021.
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Key Question
Content
Notes for Guidance
1
How is water stored and
transferred globally and
locally?
The main storage zones of water and the percentages of water held in each, e.g.
the global and local hydrological cycles, rising sea levels and coastal inundation. The
effects of agriculture, industry and domestic usage upon natural supplies of water.
How human activity in the form of urban development, deforestation and agriculture
may cause rivers to lood. The local water cycle includes evaporation, precipitation,
interception, run-off, iniltration and groundwater. Groundwater stores are to include
the features of natural aquifers: conined, unconined and perched.
The global (closed) system in conjunction with the more localised
open system, which could be a local drainage basin. It is possible
to undertake the local element of this study through ield work.
Examples of natural aquifers can be on a small local scale or of the
scale of the Australian Basin.
2
What has been the impact
of human activity on the
quantities of water in
natural stores?
The impact of climatic change and global warming on sea and ice volumes. The
impact of rising sea levels, both in the past as with ice ages and currently through
the increased likelihood of looding in low-lying areas. The impact of agriculture and
the supply of water for industrial and domestic use upon natural supplies of water.
Emphasis on the fragility of the global climate with reference to both
falling (past) and rising sea levels (current and future). Diminishing
water supplies as a result of agriculture could include the Aral Sea,
Prairies, Australian Artesian Basin. Shortages due to urban and
industrial demand may include Mexico City, Middle East, London
Basin. There is an opportunity to research local water supplies and
supply.
The interaction between growth in population and water supply in countries with
contrasting levels of economic development.
3
4
How can water supply
be sustained and what
are the environmental
consequences of the
artiicial storage of water?
How does human activity
lead to the pollution of
water stores and how can
this form of pollution be
managed?
The management of water supply on a local and regional scale, including disparities
in water resources, the demand for water and the supply of water. Dams, barrages
and reservoirs. Advantages: water supply recreation, power, environment and local
climate. Disadvantages: cost, silting, socio-economic and environmental. Water
supply in arid countries to include groundwater and desalinisation.
Pollution of groundwater by metals, nutrients, and organic compounds.
Nutrient enrichment and eutrophication of lakes and rivers; the main sources of
eutrophication and its effects. The impact of sewage disposal upon rivers, lakes and
seas and the main health and environmental problems associated with the disposal
of sewage sludge. Marine pollution and effects on aquatic and bird life and on the
coastal environment. Pollution of rivers and lakes by industrial spillage and river/lake
pollution. Management via waste controls, local and regional policies.
Examples chosen from contrasting areas such as USA (Colorado),
China (Three Gorges), Nigeria or Ghana. Examples of desalinisation
in Persian Gulf states, Malta. Case studies should compare and
contrast:
•
countries with contrasting levels of economic development
•
areas with a plentiful natural supply of water with drought
affected regions.
Candidates may use local studies and link the examination
requirements with the wide range of research projects on the
topic. Other case studies could include the Rhine, Ganges, the
Mediterranean Sea and oil tanker spillage.
Cambridge International AS Level Environmental Management 8291 syllabus. Syllabus content
Syllabus for examination in 2020 and 2021.
14
The hydrosphere
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The biosphere
In this module, two contrasting ecosystems should be studied to a greater depth and should incorporate information from Key Questions 1, 2 and 3; ideally one of these studies can be
based upon an area with which the students have some personal familiarity.
Key Question
1
What are the main
components and
characteristics of
ecosystems and how are
they structured?
Notes for Guidance
The biotic and abiotic factors which control the distribution of the world’s major
biomes as listed in the notes for guidance. The characteristics of ecosystems
in terms of their biotic and abiotic components (soil, temperature, rainfall,
photosynthesis, net primary productivity, succession, biomass, biodiversity, trophic
levels, food chains and webs, habitats and niches). The relationship between
ecological pyramids, pyramid of numbers, biomass and energy. The interaction of
these components to be illustrated through relative size of the lows and stores of
nutrients between vegetation, litter and soil.
A survey of the global system followed by a study of the distribution
of the following biomes: tropical rainforest, monsoon rainforest,
tropical savannah, desert, temperate deciduous and high altitude and
latitude tundra, including permafrost. Two contrasting case studies
should be chosen from these. Whilst a biome can be considered
a global scale ecosystem, ecosystems occur on a variety of scales
within broad vegetation zones. Photosynthesis: its requirements and
process. Photosynthesis and different wavelengths. The inluence of
light intensity and rainfall on plant productivity.
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2
How has human activity
both disrupted and
destroyed ecosystems?
The impact of agriculture, deforestation, exploitation and ires upon terrestrial
ecosystems. The formation of plagioclimaxes, arrested successions and loss of
biodiversity. The effects of clearing tropical rainforest for industrial and agricultural
use. The impact of commercial farming in MEDCs and LEDCs (with named
examples) leading to the loss of local habitats. The inluence of human activity upon
marine ecosystems; including coastal waters, oceans and coral reefs.
This can extend to the previous examples chosen in Key Question 1.
Examples could include: Amazonia, the Great Barrier Reef, the
Galapagos Islands and areas that are local to the Centre.
3
What methods have
been used to preserve,
conserve, and restore
ecosystems?
Methods to include National Parks, afforestation, maintaining biological diversity
through, e.g. pollution control, changing agricultural systems, ecotourism,
forest conservation, wildlife management, and ecological islands. The impact of
international protocols (e.g. Rio de Janeiro, Montreal, Kyoto and Bali) and research
and pressure from groups such as the WWF. Sustainable development within
conservation areas.
Case studies as appropriate or a survey of conservation and
restoration of ecosystems with reference to a broader range of
examples.
Population, resources and carrying capacity: the population models of Malthus and
Boserup. The concepts of overpopulation, underpopulation and optimum population.
Policies aimed at resolving these issues include: sustainable and more productive
farming methods in countries with contrasting levels of economic development;
economic and social development; the sustainable provision of energy and industrial
raw materials.
A study of the population models followed by contrasting case
studies, e.g. Mauritius, India, UK. Examples can include China, UK
or another European country and Canada or Australia. Agricultural
improvements can be illustrated through the Green Revolution,
biotechnology etc. More general economic and social development
through case studies including a MEDC and a LEDC.
To what extent have
meetings between nations
and pressure groups been
important in highlighting
environmental awareness
and managing the
biosphere?
4
What has been the impact
of population growth upon
the resources of countries
at contrasting levels of
economic development?
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Cambridge International AS Level Environmental Management 8291 syllabus. Syllabus content
Syllabus for examination in 2020 and 2021.
What are the major abiotic
and biotic factors, which
drive and inluence the
distribution of different
ecosystems?
Content
Cambridge International AS Level Environmental Management 8291 syllabus. Coursework: guidance for centres
Syllabus for examination in 2020 and 2021.
5
Coursework: guidance for centres
5.1 General information
Candidates should produce a report of 1500–2000 words on an issue arising out of their course of study.
The report may focus on a local, regional, national or global issue. Whilst the issue may derive out of the
traditional areas of environmental science, the report must contain an investigation and evaluation of the
management issues associated with the topic. The research topic may be chosen from any part of the 4
units of this syllabus.
Whilst secondary source material is useful in providing background information, it is important that
candidates use primary sources and collect ield data. Candidates may use sources of information other
than those obtained from ield study; these may include the internet, the media, documented data from
companies and organisations.
The report is also a test of a candidate’s ability to conine their report to the word limit of 2000 words;
over-long reports may contain too much extraneous material which may count against the candidate at inal
marking.
Candidates are expected to clearly identify an environmental management issue and then organise their
report into the following stages of:
•
An introduction identifying an issue expressed through a hypothesis or question.
•
A methodology, which outlines the investigative avenues used for the study and justiies their use.
•
A results and analysis section. This should form the main part of the study and contain data expressed
through illustrative techniques such as pictorial (diagrams and photographs), tables and graphs. This
illustrative material should be analysed through detailed descriptions and explanations.
•
A conclusion which draws together the indings of the investigation.
•
An evaluation of the study which assesses its success and/or shortcomings.
To ensure that they comply with the requirements of the syllabus, centres must seek approval
for project titles, in advance, from Cambridge International. The approval form asks for candidate
details, project title and a brief description for each candidate.
The deadlines and methods for submitting report proposals are in the Cambridge Handbook available on our
website.
The form must be submitted by email to Cambridge International at cieopf@cambridgeinternational.org.
Syllabus number and centre number should be clearly shown.
The form, and the instructions for completing it, may be downloaded from
www.cambridgeinternational.org/samples. The database will ask you for the syllabus code (i.e. 8291)
and your centre number, after which it will take you to the correct forms. Follow the instructions when
completing each form.
It is the responsibility of teachers in the centre to monitor the work undertaken by the candidates and make
certain that the work complies with the syllabus. The report should be assessed by teachers in the centre.
The deadlines and methods for submitting internally assessed marks are in the Cambridge Handbook
available on our website.
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Cambridge International AS Level Environmental Management 8291 syllabus. Coursework: guidance for centres
Syllabus for examination in 2020 and 2021.
5.2 Example of a research report
Research topic: ‘To what extent has industrial pollution of a nearby river been successfully controlled and
reduced’?
Relation of topic to syllabus:
(a) The problem identiied is the pollution of a river through industrial efluent and the extent to which
industries manage their waste and river pollution has been reduced.
(b) This topic relates to waste management, the need to dispose of industrial waste materials and manage/
reduce river pollution.
(c) Data sources might include:
•
counting the variety of species at various points before and after the discharge point
•
considering the different species present at these points
•
testing samples of river water before and after the discharge point
•
investigating the policies of contributing industries
•
using local or internet data sources.
(d) Candidates should ascertain how much data they can collect and analyse in the time available to enable
them to produce viable conclusions.
(e) The scale of the project should not be so small that valid data cannot be identiied or that a variety of
environments need to be examined. On the other hand, it should not be so big as to make the collection
of data too time-consuming.
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Cambridge International AS Level Environmental Management 8291 syllabus. Coursework: guidance for centres
Syllabus for examination in 2020 and 2021.
5.3 Assessment criteria for Coursework
There are three skills that will be assessed in the preparation of the report:
Skill
Description
Mark
C1
Research and planning
6
C2
Data collection and presentation
9
C3
Conclusion and evaluation
5
Mark schemes for assessment should be based on the following criteria:
Skill C1: Research and planning
(a) The hypothesis or question is clearly stated.
1 mark
(b) There is evidence of knowledge through a clear explanation of the principle
underpinning the hypothesis or question.
2 marks
(c) The plan includes appropriate methods clearly explained.
2 marks
(d) The developed plan is effective at testing the hypothesis.
1 mark
Skill C2: Data c